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Orientador(es)
Resumo(s)
Este relatório enquadra-se no seguimento de um período de Prática Profissional Supervisionada, que decorreu de 8 de janeiro a 13 de fevereiro em creche e de 23 de fevereiro a 29 de maio no contexto de jardim de infância.
Com este trabalho, tem-se como principal objetivo apresentar uma reflexão sobre a prática pedagógica, mas, também, evidenciar a problemática que maior relevância assumiu, num sentido de investigação e reflexão, sobre a própria prática.
Metodologicamente, optou-se por uma abordagem qualitativa, recorrendo-se a técnicas como a observação participante, a consulta documental, a redação de notas de campo e o registo fotográfico. A análise dos dados recolhidos foi realizada a partir dos contributos de duas ciências: a pedagogia da infância, por se conceber que a ação educativa exige que se considerem as crianças e os contextos socioculturais que influenciam a sua infância e a sociologia da infância, por se compreender que as culturas e relações sociais entre as crianças são dignas de serem investigadas.
Considerou-se a realização de um projeto de teatro a problemática mais significativa do decorrer da prática e, portanto, neste relatório o percurso vivenciado por crianças e adultos a propósito deste projeto merecerá destaque.
Fundamentadas nas perspetivas de vários autores (Gauthier, 2000; Costa, 2003; Falcão, 2014, entre outros), as principais premissas desta investigação são: ultrapassar a ideia de que o Teatro na Educação é acessório e apenas suplementar a áreas curriculares consideradas, por alguns, de maior relevância para o desenvolvimento das crianças; e evidenciar que é possível abordar o Teatro no quotidiano educativo, respeitando uma visão de criança como sujeito dotado de ação social, competente, com capacidade de estabelecer relações, de produzir a sua própria cultura, de interpretar o que realiza e de significar o que vivência.
ABSTRACT This report is integrated on the sequence of a Supervised Professional Practice period from 8th January until 13th February in a childcare center, and from 23th February until 29th May in a kindergarten context. This work has as its main objective to present a reflection on the pedagogical practice, but also to highlight the problematic that assumed a greater relevance in terms of investigation and reflection on the own practice. Methodologically, the chosen approach was a qualitative one, using technics as participant observation, document research, field notes and photographic record. The data analysis had its base on the contributions of two different sciences: childhood pedagogy, by conceiving that the educational action requires that children and the sociocultural contexts that influence their childhood are being considered; and childhood sociology, by understanding that cultures and social relationships between children are worth being investigated. The problematic that was considered the most significant during practice was the implementation of a theatre project, and, therefore, it will be highlighted the project’s course experienced both by children and adults. Substantiated on several authors’ perspectives (Gauthier, 2000; Costa, 2003; Falcão, 2014, among others), the main premises of this investigation are: to transcend the idea that Theatre is accessory in Education and only additional to other curricular areas considered, by some, as more important for children’s development; and to demonstrate that it is possible to approach Theatre on the educational daily life with a perspective of children as a competent individual, endowed with social action and capable of establishing relationships, producing its own culture, interpreting what executes and of giving meaning to what experiences.
ABSTRACT This report is integrated on the sequence of a Supervised Professional Practice period from 8th January until 13th February in a childcare center, and from 23th February until 29th May in a kindergarten context. This work has as its main objective to present a reflection on the pedagogical practice, but also to highlight the problematic that assumed a greater relevance in terms of investigation and reflection on the own practice. Methodologically, the chosen approach was a qualitative one, using technics as participant observation, document research, field notes and photographic record. The data analysis had its base on the contributions of two different sciences: childhood pedagogy, by conceiving that the educational action requires that children and the sociocultural contexts that influence their childhood are being considered; and childhood sociology, by understanding that cultures and social relationships between children are worth being investigated. The problematic that was considered the most significant during practice was the implementation of a theatre project, and, therefore, it will be highlighted the project’s course experienced both by children and adults. Substantiated on several authors’ perspectives (Gauthier, 2000; Costa, 2003; Falcão, 2014, among others), the main premises of this investigation are: to transcend the idea that Theatre is accessory in Education and only additional to other curricular areas considered, by some, as more important for children’s development; and to demonstrate that it is possible to approach Theatre on the educational daily life with a perspective of children as a competent individual, endowed with social action and capable of establishing relationships, producing its own culture, interpreting what executes and of giving meaning to what experiences.
Descrição
Relatório da Prática Profissional Supervisionada
Mestrado em Educação Pré-Escolar
Palavras-chave
Prática profissional supervisionada Educação de infância Teatro na educação Metodologia Trabalho de projeto Professional supervised practice Early childhood education Theatre in education Methodology Project work